1.
Ankara
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Ankara, formerly known as Ancyra and Angora, is the capital of the Republic of Turkey. With a population of 4,587,558 in the center and 5,150,072 in its province. Ankara was Atatürks headquarters from 1920 and has been the capital of the Republic since its founding in 1923, the government is a prominent employer, but Ankara is also an important commercial and industrial city, located at the center of Turkeys road and railway networks. The city gave its name to the Angora wool shorn from Angora rabbits, the long-haired Angora goat, the area is also known for its pears, honey, and muscat grapes. Ankara is an old city with various Hittite, Phrygian, Hellenistic, Roman, Byzantine. The historical center of town is a hill rising 150 m over the left bank of the Ankara Çayı, a tributary of the Sakarya River. The hill remains crowned by the ruins of the old citadel, as with many ancient cities, Ankara has gone by several names over the ages. It has been identified with the Hittite cult center Ankuwaš, although remains a matter of debate. In classical antiquity and during the period, the city was known as Ánkyra in Greek and Ancyra in Latin. Following its annexation by the Seljuk Turks in 1073, the city known in many European languages as Angora. The form Angora is preserved in the names of breeds of different kinds of animals. The oldest settlements in and around the city center of Ankara belonged to the Hattic civilization which existed during the Bronze Age and was gradually absorbed c, 2000–1700 BC by the Indo-European Hittites. In Phrygian tradition, King Midas was venerated as the founder of Ancyra, but Pausanias mentions that the city was far older. Persian sovereignty lasted until the Persians defeat at the hands of Alexander the Great who conquered the city in 333 BC, Alexander came from Gordion to Ankara and stayed in the city for a short period. After his death at Babylon in 323 BC and the subsequent division of his empire among his generals, Ankara, by that time the city also took its name Ἄγκυρα which, in slightly modified form, provides the modern name of Ankara. Other centers were Pessinos, todays Balhisar, for the Trocmi tribe, the city was then known as Ancyra. The Celtic element was probably relatively small in numbers, an aristocracy which ruled over Phrygian-speaking peasants. However, the Celtic language continued to be spoken in Galatia for many centuries
2.
Turkey
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Turkey, officially the Republic of Turkey, is a transcontinental country in Eurasia, mainly in Anatolia in Western Asia, with a smaller portion on the Balkan peninsula in Southeast Europe. Turkey is a democratic, secular, unitary, parliamentary republic with a cultural heritage. The country is encircled by seas on three sides, the Aegean Sea is to the west, the Black Sea to the north, and the Mediterranean Sea to the south. The Bosphorus, the Sea of Marmara, and the Dardanelles, Ankara is the capital while Istanbul is the countrys largest city and main cultural and commercial centre. Approximately 70-80% of the countrys citizens identify themselves as ethnic Turks, other ethnic groups include legally recognised and unrecognised minorities. Kurds are the largest ethnic minority group, making up approximately 20% of the population, the area of Turkey has been inhabited since the Paleolithic by various ancient Anatolian civilisations, as well as Assyrians, Greeks, Thracians, Phrygians, Urartians and Armenians. After Alexander the Greats conquest, the area was Hellenized, a process continued under the Roman Empire. The Seljuk Sultanate of Rûm ruled Anatolia until the Mongol invasion in 1243, the empire reached the peak of its power in the 16th century, especially during the reign of Suleiman the Magnificent. During the war, the Ottoman government committed genocides against its Armenian, Assyrian, following the war, the conglomeration of territories and peoples that formerly comprised the Ottoman Empire was partitioned into several new states. Turkey is a member of the UN, an early member of NATO. Turkeys growing economy and diplomatic initiatives have led to its recognition as a regional power while her location has given it geopolitical, the name of Turkey is based on the ethnonym Türk. The first recorded use of the term Türk or Türük as an autonym is contained in the Old Turkic inscriptions of the Göktürks of Central Asia, the English name Turkey first appeared in the late 14th century and is derived from Medieval Latin Turchia. Similarly, the medieval Khazar Empire, a Turkic state on the shores of the Black. The medieval Arabs referred to the Mamluk Sultanate as al-Dawla al-Turkiyya, the Ottoman Empire was sometimes referred to as Turkey or the Turkish Empire among its European contemporaries. The Anatolian peninsula, comprising most of modern Turkey, is one of the oldest permanently settled regions in the world, various ancient Anatolian populations have lived in Anatolia, from at least the Neolithic period until the Hellenistic period. Many of these peoples spoke the Anatolian languages, a branch of the larger Indo-European language family, in fact, given the antiquity of the Indo-European Hittite and Luwian languages, some scholars have proposed Anatolia as the hypothetical centre from which the Indo-European languages radiated. The European part of Turkey, called Eastern Thrace, has also been inhabited since at least forty years ago. It is the largest and best-preserved Neolithic site found to date, the settlement of Troy started in the Neolithic Age and continued into the Iron Age
3.
State school
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State schools generally refer to primary or secondary schools mandated for or offered to all children without charge, funded in whole or in part by taxation. The term may refer to public institutions of post-secondary education. State education is inclusive, both in its treatment of students and in that enfranchisement for the government of public education is as broad as for government generally and it is often organized and operated to be a deliberate model of the civil community in which it functions. Although typically provided to groups of students in classrooms in a school, it may be provided in-home, employing visiting teachers. It can also be provided in non-school, non-home settings, such as shopping mall space, State education is generally available to all. In most countries, it is compulsory for children to school up to a certain age. In the case of private schooling, schools operate independently of the state, the funding for state schools, on the other hand, is provided by tax revenues, so that even individuals who do not attend school help to ensure that society is educated. In poverty stricken societies, authorities are often lax on compulsory school attendance because child labour is exploited and it is these same children whose income-securing labor cannot be forfeited to allow for school attendance. The term public education when applied to schools is not synonymous with the term publicly funded education. Government may make a policy decision that it wants to have some financial resources distributed in support of, and it may want to have some control over. Grants-in-aid of private schools and vouchers systems provide examples of publicly funded private education, conversely, a state school may rely heavily on private funding such as high fees or private donations and still be considered state by virtue of governmental ownership and control. In some countries, private associations or churches can operate schools according to their own principles, when these specific requirements are met, especially in the area of the school curriculum, the schools will qualify to receive state funding. Proponents of state education assert it to be necessary because of the need in society for people who are capable of reading, writing. In most industrialized countries, these views are distinctly in the minority, Government schools are free to attend for Australian citizens and permanent residents, whereas independent schools usually charge attendance fees. They can be divided into two categories, open and selective schools, the open schools accept all students from their government-defined catchment areas. Government schools educate approximately 65% of Australian students, with approximately 34% in Catholic, regardless of whether a school is part of the Government or independent systems, they are required to adhere to the same curriculum frameworks of their state or territory. The curriculum framework however provides for flexibility in the syllabus. Public or Government funded schools are found throughout Bangladesh and these schools mostly teach students from Year 1 to 10, with examinations for students in years 5,8, and 10
4.
Turkish War of Independence
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Few of the occupying British, French, and Italian troops had been deployed or engaged in combat. The Turkish National Movement in Anatolia culminated in the formation of a new Grand National Assembly by Mustafa Kemal Atatürk, after the end of the Turkish-Armenian, Franco-Turkish, Greco-Turkish fronts, the Treaty of Sèvres was abandoned and the Treaties of Kars and Lausanne were signed. The Allies left Anatolia and Eastern Thrace, and the Grand National Assembly of Turkey decided on the establishment of a Republic in Turkey, on 3 March 1924, the Ottoman Caliphate was officially abolished and the last Caliph was exiled. On October 30,1918, the Armistice of Mudros was signed between the Ottoman Empire and the Allies of World War I, bringing hostilities in the Middle Eastern theatre of World War I to a close. However, dismantling the Ottoman government and partitioning the Ottoman Empire among the Allied nations had been an objective of the Entente since the start of the war, a wave of seizures took place in the following months by the Allies. On December 1, British troops based in Syria occupied Kilis, beginning in December, French troops began successive seizures of Ottoman territory, including the towns of Antakya, Mersin, Tarsus, Ceyhan, Adana, Osmaniye and Islahiye. The first bullet was fired by Mehmet Çavuş in Dörtyol against the French on December 19,1918, on January 19,1919, the Paris Peace Conference opened, a meeting of Allied nations that set the peace terms for the defeated Central Powers, including the Ottoman Empire. As a special body of the Paris Conference, The Inter-Allied Commission on Mandates in Turkey was established to pursue the secret treaties they had signed between 1915 and 1917, among the objectives was a new Hellenic Empire based on the Megali Idea. This was promised by British Prime Minister David Lloyd George to Greece, Italy sought control over the southern part of Anatolia under the Agreement of St. -Jean-de-Maurienne. France expected to control over Hatay, Lebanon and Syria. France signed the French-Armenian Agreement and promised the realization of an Armenian state in the Mediterranean region in exchange to the French Armenian Legion, meanwhile, Allied countries continued to lay claim to portions of the quickly crumbling Ottoman Empire. On April 30, Italy responded to the idea of Greek incorporation of Western Anatolia by also sending a warship to Smyrna as a show of force against the Greek campaign. A large Italian force also landed in Antalya, the Greek campaign of Western Anatolia began on May 15,1919, as Greek troops began landing in Smyrna. He and his carefully selected staff left Constantinople aboard the old steamer SS Bandirma for Samsun on the evening of May 16,1919, resistance to Allied demands began at the very onset of the Ottoman Empire′s defeat in World War I. Many Ottoman officials organized the secret Sentinel Association in reaction to the policies of the Allies, the objective of the Sentinel Association was to thwart Allied demands through passive and active resistance. Many Ottoman officials participated in efforts to conceal from the occupying authorities details of the independence movement spreading throughout Anatolia. Munitions initially seized by the Allies were secretly smuggled out of Constantinople into Central Anatolia, mirliva Ali Fuad Paşa in the meantime had moved his XX Corps from Ereğli to Ankara and started organizing resistance groups, including Circassian immigrants under Çerkes Ethem. The most prominent idea given for the Sultan’s decision was by assigning these officers out of the capital, Mustafa Kemal Paşa and his colleagues stepped ashore on May 19 and set up their first quarters in the Mintika Palace Hotel
5.
Grand National Assembly of Turkey
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The Grand National Assembly of Turkey, usually referred to simply as the TBMM or Parliament, is the unicameral Turkish legislature. It is the body given the legislative prerogatives by the Turkish Constitution. It was founded in Ankara on 23 April 1920 in the midst of the Turkish War of Independence. The parliament was fundamental in the efforts of Mustafa Kemal Atatürk, Turkey has had a history of parliamentary government before the establishment of the current national parliament. There were two parliamentary governments during the Ottoman period in what is now Turkey, the First Constitutional Era lasted for only two years, elections being held only twice. The Second Constitutional Era is considered to have begun on 23 July 1908, freedom to hold meetings and establish political parties was recognized, and the government was held responsible to the assembly, not to the sultan. During the two eras of the Ottoman Empire, the Ottoman parliament was called the General Assembly of the Ottoman Empire and was bicameral. The upper house was the Senate of the Ottoman Empire, the members of which were selected by the sultan, the lower chamber of the General Assembly was the Chamber of Deputies of the Ottoman Empire, the members of which were elected by the general public. After World War I, the victorious Allied Powers sought the dismemberment of the Ottoman Empire through the Treaty of Sèvres, the political existence of the Turkish nation was to be completely eliminated under these plans, except for a small region. Nationalist Turkish sentiment rose in the Anatolian peninsula, engendering the establishment of the Turkish national movement, the political developments during this period have made a lasting impact which continues to affect the character of the Turkish nation. The Sultanate was abolished by the newly founded parliament in 1922 and he also stated that the members of the dispersed Ottoman Chamber of Deputies could also participate in the assembly in Ankara, to increase the representative power of the parliament. These elections were held as planned, in the style of the elections of the preceding Chamber of Deputies and this Grand National Assembly, established on national sovereignty, held its inaugural session on 23 April 1920. From this date until the end of the Turkish War of Independence in 1923, the Liberal Party was dissolved on 17 November 1930 and no further attempt at a multiparty democracy was made until 1945. The multi-party period in Turkey was resumed by the founding of the National Development Party, by Nuri Demirağ, under the constitution of 1961, the Grand National Assembly was a bicameral parliament with over 600 members, the newly established upper house being the Senate of the Republic. Following the 1980 military coup, the Senate was dissolved and the Turkish parliament again became unicameral under the current constitution approved in a referendum in 1982. To avoid a hung parliament and its political fragmentation, a party must win at least 10% of the national vote to qualify for representation in the parliament. As a result of this threshold, only two won seats in the legislature after the 2002 elections and three in 2007. The 2002 elections saw every party represented in the previous parliament ejected from the chamber and this rather high threshold has been internationally criticised, but a complaint with the European Court for Human Rights was turned down
6.
Education in Turkey
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Education in Turkey is governed by a national system which was established in accordance with the Atatürk Reforms after the Turkish War of Independence. It is a system designed to produce a skillful professional class for the social. Primary and secondary education is financed by the state and free of charge in public schools, secondary or high school education is mandatory but required in order to then progress to universities. By 2011 there were 166 universities in Turkey, in 2002, the total expenditure on education in Turkey amounted to $13.4 billion, including the state budget allocated through the National Ministry of Education and private and international funds. On November 22,2010, the government initiated the Fatih project which seeks to integrate computer technology into Turkeys public education system. After the foundation of the Turkish republic the organization of the Ministry of Education gradually developed and was reorganized with the Law no 2287 issued in 1933, the Ministry changed its names several times. It fell under the Ministry of Culture (1935–1941 and was named Ministry of National Education, Youth, since then it is called the Ministry of National Education. Before the Republic, education institutions were far from having a national character, Schools were organized in three separate channels which were vertical institutions independent of each other. The Law of Integration of Education, no 430 was issued on 3 March 1924, one of its aims was to apply secularism in the area of education. The vocational-technical education institutions formerly directed by local governments were put under the responsibility of the Ministry of Education, the population of Turkey was at that moment some 13–14 million. On 1 November 1928 Law no 1353 introduced a new Latin-based alphabet was accepted, in 1924 there were 479 medrese, on average each one of them had approximately 1 or 1,5 hoca. All medrese were closed down that year by the law of Tevhid-i Tedrisat, until 1997 children in Turkey were obliged to take five years of education. The 1997 reforms introduced compulsory education for eight years, new legislation introduced in March 2012 prolonged compulsory education to 12 years. Pre-primary education includes the education of children between 36–72-month who are under the age of compulsory primary education. Pre-Primary education institutions, independent nurseries are opened as nursery classes, in the academic year 2001–2002,256,400 children were being educated and 14,500 teachers were employed in 10,500 Pre-Primary education institutions. Primary education covers the education and teaching directed to children between 6–14, is compulsory for all citizens, boys or girls, and is free of charge in public schools. Primary education institutions are schools that provide eight years of uninterrupted education, the first four years of the Primary School is sometimes referred to as First School,1. There are four core subjects at First, Second and Third Grades which are, Turkish, Maths, Hayat Bilgisi, at Fourth Grade, Hayat Bilgisi is replaced by Science and Social Studies
7.
Minister of European Union Affairs (Turkey)
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The position was formed on 29 June 2011 after Prime Minister Recep Tayyip Erdoğan won a third term in the 2011 general election. So far, there have been three ministers of European Union Affairs, the Minister concurrently serves as the chief negotiator during accession talks with the EU. The ministry was established after the governing Justice and Development Party won a term in the general election of 2011. Previously, European Union negotiations were handled by the Minister of Foreign Affairs, since 29 June 2011, five Ministers have been responsible for this department. Minister of Foreign Affairs Biography of the Minister
8.
Curriculum
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In education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process. The term often specifically to a planned sequence of instruction. Curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, Curriculum is split into several categories, the explicit, the implicit, the excluded and the extra-curricular. Curricula may be standardized, or may include a high level of instructor or learner autonomy. Many countries have national curricula in primary and secondary education, such as the United Kingdoms National Curriculum, uNESCOs International Bureau of Education has the primary mission of studying curricula and their implementation worldwide. The word curriculum began as a Latin word which means a race or the course of a race, the first known use in an educational context is in the Professio Regia, a work by University of Paris professor Petrus Ramus published posthumously in 1576. The term subsequently appears in University of Leiden records in 1582, the words origins appear closely linked to the Calvinist desire to bring greater order to education. By the seventeenth century, the University of Glasgow also referred to its course of study as a curriculum, by the nineteenth century, European universities routinely referred to their curriculum to describe both the complete course of study and particular courses and their content. There is no agreed upon definition of curriculum. Braslavsky states that curriculum is an agreement among communities, educational professionals, furthermore, the curriculum defines why, what, when, where, how, and with whom to learn. Outlines the skills, performances, attitudes, and values pupils are expected to learn from schooling and it includes statements of desired pupil outcomes, descriptions of materials, and the planned sequence that will be used to help pupils attain the outcomes. The total learning experience provided by a school and it includes the content of courses, the methods employed, and other aspects, like norms and values, which relate to the way the school is organized. The aggregate of courses of study given in a learning environment, the courses are arranged in a sequence to make learning a subject easier. In schools, a curriculum spans several grades, Curriculum can refer to the entire program provided by a classroom, school, district, state, or country. A classroom is assigned sections of the curriculum as defined by the school, implicit curriculum, lessons that arise from the culture of the school and the behaviors, attitudes, and expectations that characterize that culture, the unintended curriculum. The term itself is attributed to Philip W. Jackson and is not always meant to be a negative, hidden curriculum, if its potential is realized, could benefit students and learners in all educational systems. Also, it not just include the physical environment of the school. Excluded curriculum, topics or perspectives that are excluded from the curriculum
9.
State organisation of the Ottoman Empire
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Wealth and rank could be inherited but were just as often earned. Positions were perceived as such as viziers and aghas. Military service was a key to advancement in the hierarchy, outside this system were various types of vassal and tributary states. The empire was divided into vilayets, with a governor assigned to each vilayet, the idea of vilayet originated from the Seljuk vassal state in central Anatolia. Over the years the Empire became an amalgamation of pre-existing polities, the central government was composed of the Sultan and his own staff in what was known as House of Osman. The House of Osman was advised by the Divan, composed of the Grand Vizier, the ruling class was called the askeri, including the noblemen, court officials, military officers and the religious class called the ulema. The Divan become very powerful and after Murat IV, sultans began not to join the sessions, the Ottoman dynasty or House of Osman was unprecedented and unequaled in the Islamic world for its size and duration. The Ottoman sultan, pâdişâh or lord of kings, served as the sole regent and was considered to be the embodiment of its government. On eleven occasions, the sultan was deposed because he was perceived by his enemies as a threat to the state. After the dissolution of the empire, the new republic abolished the Sultanate and Caliphate, fifty years later, in 1974, the Grand National Assembly of Turkey granted descendants of the former dynasty the right to acquire Turkish citizenship. The current head of the House of Osman is Dündar Aliosman, the Harem was one of the most important powers of the Ottoman court. It was ruled by the Valide Sultan, mother of the reigning sultan, on occasion, the Valide Sultan would become involved in state politics and through her influence could diminish the power and position of the sultan. For a period of time beginning in the 16th century and extending into the 17th, the harem had its own internal organization and order of formulating policies. Beneath the Valide Sultan in the hierarchy was the Haseki Sultan, chief consort of the sultan and this position used around 16th and 17th century. The sultan also had four other consorts, who were each called Kadın. Next in rank below the sultans wives were his eight favourite concubines, and then the other concubines whom the sultan favoured, next in rank were the concubines of other court officials. Pupils and novices were younger women who were waiting to be married off to someone or who had not yet graduated out of the Harem School. The Palace schools comprised not a track, but two
